The effectiveness of the storytelling technique on students’ achievement and motivation in English speaking skills

Nguyen Thi Thao Hien; Vo Tu Phuong

doi:10.31893/multirev.2023spe011

Keywords:

storytelling technique

Abstract

Storytelling has been recognized as a useful technique for addressing typical challenges that students encounter in speaking English. As part of a three-month study, this technique was applied in teaching English speaking to 80 seventh-grade students from the American Study English Center in Ho Chi Minh City. This research aims to investigate the effectiveness of storytelling techniques on A2-level students’ achievement and motivation in English-speaking skills. The data were collected through the pretest and posttest during the 3-month intervention period and through questionnaires with a total of 80 participants. The findings revealed that the majority of the participants made great improvements in speaking skills by employing storytelling techniques, boosting speaking proficiency. The questionnaires also indicated that the storytelling technique integrated with students’ motivation improved their confidence and eagerness to speak up.
References
1. Ababio, B. (2013). Motivation and Classroom Teaching in Geography. International Journal for Innovation Education and Research. 1. 26-36. 10.31686/ijier.vol1.iss3.112.
2. Al-Tamimi N. (2014). Effectiveness of cooperative learning in enhancing speaking skills and attitudes toward learning English. International Journal of Linguistics.6(4):27-45.
3. Blyth, C., & Aslanian, T. K. (Eds.). (2022). Children and the power of stories: Posthuman and autoethnographic perspectives in early childhood education. Springer Nature.
4. Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Addison Wesley Longman, Inc.
5. Cruzado-Guerrero, J. R., & Martínez-Alba, G. (2022). Supporting elementary-age ELs with limited or interrupted formal education: Literacy events for families using wordless books. In English and students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices (pp. 227-239). Cham: Springer International Publishing. Doi.org/10.1007/978-3-030-86963-2_13
6. Curtain, H., & Dahlberg, C. A. (2004). Languages and children: Making the match. Boston: Pearson Education.
7. Demirbilek, M., Talan, T., & Alzouebi, K. (2022). An Examination of the Factors and Challenges to Adopting Gamification in English Foreign Language Teaching. International Journal of Technology in Education, 5(4), 654-668.
8. Dung, V. V., Hoa, L. M., & Quyet, L. V. (2023). The Contribution of Ho Chi Minh in Building the Ideas of Vietnamese Today, Students. Journal of Educational and Social Research, 13(1), 175. https://doi.org/10.36941/jesr-2023-0016
9. Gonzalez, N. I. P. (2010). Teaching English through stories: A meaningful and fun way for children to learn the language. Profile Issues in Teachers’ Professional Development, 12(1) 95-106.
10. Goodrich, J. M., Fitton, L., Chan, J., & Davis, C. J. (2023). Assessing oral language when screening multilingual children for learning disabilities in reading. Intervention in School and Clinic, 58(3), 164-172. Doi.org/10.1177/10534512221081264
11. Handayani, Heny. (2010). Storytelling Can Improve Speaking Ability for Beginners. Unpublished Thesis. Bogor: University of IBN Khaldun.
12. Harper, A., & Kayumova, S. (2023). Invisible multilingual Black and Brown girls: Raciolinguistic narratives of identity in science education. Journal of Research in Science Teaching, 60(5), 1092-1124. Doi.org/10.1002/tea.21826
13. Haven, K. F. (2000). Super simple storytelling: A can-do guide for every classroom, every day. Englewood, Colo: Teacher Ideas Press.
14. Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
15. Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89(1), 47–62. https://doi.org/10.1037/0033-2909.89.1.47
16. Kim, M. (2010). The effects of storytelling on adult English language learners. Linguistic Research, 27(3), 447-473
17. Krashen, S. (2011). The Goodman-Smith hypothesis, the input hypothesis, the comprehension hypothesis and the (even stronger) case for free voluntary reading. In P. Anders (Ed.), Defying convention, inventing the future in literacy research and practice: Essays in tribute to Ken and Yetta Goodman (pp. 56-99). New York: Routledge.
18. Krashen, S. (2011). The Goodman-Smith hypothesis, the input hypothesis, the comprehension hypothesis and the (even stronger) case for free voluntary reading. In P. Anders (Ed.), Defying convention, inventing the future in literacy research and practice: Essays in tribute to Ken and Yetta Goodman (pp. 56-99). New York: Routledge.
19. Maguire, J. (1985). Creative storytelling: Choosing, inventing, and sharing tales for children. New York: The Phillip Lief Group, Inc.
20. Nunan, D. (2005). Practical English Language Teaching: Speaking. Singapore: McGraw Hill.
21. Ohler, J.B(2013) Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity.New York: Corwin Press.
22. Sandgren, O., Andersson, K., Lyberg Åhlander, V., Rosqvist, I., Hansson, K., & Sahlén, B. (2023). A randomized controlled trial of the effectiveness of teacher continued professional development on student language outcomes. International Journal of Language & Communication Disorders, 58(3), 879-891. Doi.org/10.1111/1460-6984.12829
23. Schunk, Dale. H. (2012). Learning Theories: An Educational Perspective, 6th Edition. New York: Pearson Education Inc.
24. Ståhl, A., Balaam, M., Comber, R., Sanches, P., & Höök, K. (2022, April). Making New Worlds–Transformative Becomings with Soma Design. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems (pp. 1-17). Doi.org/10.1145/3491102.3502018
25. Sutrisno, S., & Nasucha, J. A. (2022). Islamic Religious Education Project-Based Learning Model to Improve Student Creativity. At-Tadzkir: Islamic Education Journal, 1(1), 13-22. Doi.org/10.59373/attadzkir. v1i1.3
26. Khaled, D. Y. A. (2020). English as a killer language: South Africa as a Case Study. International Journal of Linguistics, Literature and Translation, 3(3), 72-79.
27. Zhang, J., Cunningham, T., Iyer, R., Baker, R., & Fouh, E. (2022, February). Exploring the Impact of Voluntary Practice and Procrastination in an Introductory Programming Course. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education-Volume 1 (pp. 356-361). doi.org/10.1145/3478431.3499350
28. Purnell, M. C., & Hughes, J. (2023). Practicing Cultural Humility by Using Actionable Steps for Improving Name Pronunciation and Use. American Journal of Pharmaceutical Education, 100043. Doi.org/10.1016/j.ajpe.2022.09.005
29. Tavakkalova, T. (2023). Types of culture shock. Наука и инновация, 1(10), 101-103.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Hien, N. T. T., & Phuong, V. T. (2024). The effectiveness of the storytelling technique on students’ achievement and motivation in English speaking skills. Multidisciplinary Reviews, 6, 2023spe011. https://doi.org/10.31893/multirev.2023spe011

[1] Ababio, B. (2013). Motivation and Classroom Teaching in Geography. International Journal for Innovation Education and Research. 1. 26-36. 10.31686/ijier.vol1.iss3.112.

[2] Al-Tamimi N. (2014). Effectiveness of cooperative learning in enhancing speaking skills and attitudes toward learning English. International Journal of Linguistics.6(4):27-45.

[3] Blyth, C., & Aslanian, T. K. (Eds.). (2022). Children and the power of stories: Posthuman and autoethnographic perspectives in early childhood education. Springer Nature.

[4] Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Addison Wesley Longman, Inc.

[5] Cruzado-Guerrero, J. R., & Martínez-Alba, G. (2022). Supporting elementary-age ELs with limited or interrupted formal education: Literacy events for families using wordless books. In English and students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices (pp. 227-239). Cham: Springer International Publishing. Doi.org/10.1007/978-3-030-86963-2_13

[6] Curtain, H., & Dahlberg, C. A. (2004). Languages and children: Making the match. Boston: Pearson Education.

[7] Demirbilek, M., Talan, T., & Alzouebi, K. (2022). An Examination of the Factors and Challenges to Adopting Gamification in English Foreign Language Teaching. International Journal of Technology in Education, 5(4), 654-668.

[8] Dung, V. V., Hoa, L. M., & Quyet, L. V. (2023). The Contribution of Ho Chi Minh in Building the Ideas of Vietnamese Today, Students. Journal of Educational and Social Research, 13(1), 175. https://doi.org/10.36941/jesr-2023-0016

[9] Gonzalez, N. I. P. (2010). Teaching English through stories: A meaningful and fun way for children to learn the language. Profile Issues in Teachers’ Professional Development, 12(1) 95-106.

[10] Goodrich, J. M., Fitton, L., Chan, J., & Davis, C. J. (2023). Assessing oral language when screening multilingual children for learning disabilities in reading. Intervention in School and Clinic, 58(3), 164-172. Doi.org/10.1177/10534512221081264

[11] Handayani, Heny. (2010). Storytelling Can Improve Speaking Ability for Beginners. Unpublished Thesis. Bogor: University of IBN Khaldun.

[12] Harper, A., & Kayumova, S. (2023). Invisible multilingual Black and Brown girls: Raciolinguistic narratives of identity in science education. Journal of Research in Science Teaching, 60(5), 1092-1124. Doi.org/10.1002/tea.21826

[13] Haven, K. F. (2000). Super simple storytelling: A can-do guide for every classroom, every day. Englewood, Colo: Teacher Ideas Press.

[14] Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.

[15] Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89(1), 47–62. https://doi.org/10.1037/0033-2909.89.1.47

[16] Kim, M. (2010). The effects of storytelling on adult English language learners. Linguistic Research, 27(3), 447-473

[17] Krashen, S. (2011). The Goodman-Smith hypothesis, the input hypothesis, the comprehension hypothesis and the (even stronger) case for free voluntary reading. In P. Anders (Ed.), Defying convention, inventing the future in literacy research and practice: Essays in tribute to Ken and Yetta Goodman (pp. 56-99). New York: Routledge.

[18] Krashen, S. (2011). The Goodman-Smith hypothesis, the input hypothesis, the comprehension hypothesis and the (even stronger) case for free voluntary reading. In P. Anders (Ed.), Defying convention, inventing the future in literacy research and practice: Essays in tribute to Ken and Yetta Goodman (pp. 56-99). New York: Routledge.

[19] Maguire, J. (1985). Creative storytelling: Choosing, inventing, and sharing tales for children. New York: The Phillip Lief Group, Inc.

[20] Nunan, D. (2005). Practical English Language Teaching: Speaking. Singapore: McGraw Hill.

[21] Ohler, J.B(2013) Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity.New York: Corwin Press.

[22] Sandgren, O., Andersson, K., Lyberg Åhlander, V., Rosqvist, I., Hansson, K., & Sahlén, B. (2023). A randomized controlled trial of the effectiveness of teacher continued professional development on student language outcomes. International Journal of Language & Communication Disorders, 58(3), 879-891. Doi.org/10.1111/1460-6984.12829

[23] Schunk, Dale. H. (2012). Learning Theories: An Educational Perspective, 6th Edition. New York: Pearson Education Inc.

[24] Ståhl, A., Balaam, M., Comber, R., Sanches, P., & Höök, K. (2022, April). Making New Worlds–Transformative Becomings with Soma Design. In Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems (pp. 1-17). Doi.org/10.1145/3491102.3502018

[25] Sutrisno, S., & Nasucha, J. A. (2022). Islamic Religious Education Project-Based Learning Model to Improve Student Creativity. At-Tadzkir: Islamic Education Journal, 1(1), 13-22. Doi.org/10.59373/attadzkir. v1i1.3

[26] Khaled, D. Y. A. (2020). English as a killer language: South Africa as a Case Study. International Journal of Linguistics, Literature and Translation, 3(3), 72-79.

[27] Zhang, J., Cunningham, T., Iyer, R., Baker, R., & Fouh, E. (2022, February). Exploring the Impact of Voluntary Practice and Procrastination in an Introductory Programming Course. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education-Volume 1 (pp. 356-361). doi.org/10.1145/3478431.3499350

[28] Purnell, M. C., & Hughes, J. (2023). Practicing Cultural Humility by Using Actionable Steps for Improving Name Pronunciation and Use. American Journal of Pharmaceutical Education, 100043. Doi.org/10.1016/j.ajpe.2022.09.005

[29] Tavakkalova, T. (2023). Types of culture shock. Наука и инновация, 1(10), 101-103.

Abstract

References

How to cite